6 Ministry of Education and Training School Sustainability Management Structure Review, Design, Establishment, Cost Analysis and Implementation Plan Introduction This year 2014 will be 35 years since Independence that the National Government of the Republic of Vanuatu through the the Ministry of Education and Training had worked extremely hard in managing its resources at the school and Provincial level to achieve its expected outcomes through outlines objectives of access, quality and fiscal management. Resources to school vicinity The Ministry of Education and Training requires a better work force planning and forecasting that needs to include the school structural design to support the Public Service structure and therefore complete the Ministry of Education and Training organizational management structure. This is to better meet educational service delivery requirements. The school proposed structure is driven by school rationalization, school maping, school facility, development and management plan and teacher development and management plan. The design is based around the school functions and operations which are needed to achieve the Ministry s objectives and outputs. 6

7 School Sustanability Management Structure Why school sustainable structure? All school must have a sustainable structure that aims to make school workplace operate in a more sustainable way, taking steps to improve its environmental, social, and economic impacts. All schools in the education system mus have the ability to maintain and sustain; Clean water and hygene Develop suitable school climate with resolve land dispute and land ownership title Sensitive management of resources School as an open system of organization must recognize The diversity of teachers, non-teaching staff, students Equal opportunity for all teaching staff Supporting a work/life balance for employees Mutual interaction with community Too school must economically sustainable interm of; 7

8 productivity, cost saving, economic growth Sustainable workforce and content community and continuity to enhance productivity and results Manage long-term activities that may greatly impact on the long-term ability of school to keep them going 8

9 Ministry of Education and Training One common system of inspection & appraisal for teachers & school performance TVET in School 9

10 1 National High School 2 Curriculum is linked from ECCE to National Levels with training to implement new curriculum Senior High School Junior High School Teaching pedagogy is clear & standard at each Common level system Examination & Assessments Common system tools & of inclass monitoring, assessment evaluation skills and reporting Upper Primary Lower Primary ECCE Maximize access to quality Education Manage and enhance service delivery through efficient and effective control of the workforce and resources Why School Structured Capability Framework 10

11 Increased Demand for Services High Population Growth = High Consumption and Demand Base/Rate Small Economic and Employment Market Small Internal and External Market A More Accountable Approach Schools should be Performance Based organizations Collegial organization structure Clear guidelines and reporting lines Ensuring Monitoring and Evaluation at all levels: Administration and Management Systems and procedures Reporting updates Administration Hub Establishment of Administrations Centers Establishment of School Board to replace school councils and school committee Maitenance and strengthening of Bilingualism in terms of language only. All subjects should be taught in either French of English depending on the mutual agreement by all stakeholders Community Ownership School Rationalization Way Forward: 11

12 Implement Rationalization Plan to increase economic sustenance of Senior Secondary Schools This means a number of new senior secondary schools will be: Audited Establish data Closure of Newly established schools with low enrolments and inadequate resources Establish plan to fund rehabilitation of Senior Secondary Schools to prepare students for higher tertiary institutions and TVET programs to meet Government HRD Plan OBJECTIVES OF SCHOOL STRUCTURE CAPABILITY FRAME WORK The School Structural design objective are to: Implement school rationationalization that address school structure in the following; (i) Better resources distribution allocation and management within the catchment area, (ii) French and English are merged to one school but both national languages (French and English) are maintain at their delivery level depending on accessibility and enrolment within the catchment area of 3 and 5 kilometer radius (iii) Public and Government Assisted School are merged to one school but both national languages (French and English) are maintain at their delivery level depending on accessibility and enrolment within the catchment area of 3 and 5 kilometer radius (iv) School council and commeettee are merged to one school board (v) School administrations are merged to one administration School structure capability framework is applied to enhance a clear school feeder structure within a cluster/catchment area of 3 and 5 kilometer Provide clear coordination and better alignment regarding School department functions, channel of communication and training, monitoring and reporting systems Provide a workforce capable of improving the management,access and quality of education services deliverables Decentralize school functions where appropriate to a category lower Confirm the future workforce planning structure in order to drive the development of other Human Resource Development processes To align teacher recruitment based on the financial visa Staged its implementationwithin the Ministry s Budget to meet its priority needs 12

13 The Review, Design, Establishment, Cost Analysis and Implementation Plan and process is intended to: Ensure the structure addresses the current legistlations and the Corporate Plan Ensure that needs are based around overall objectives and goals of the Ministry s functions and positions, not staff members Position with related functions are aligned together forming school departments Consult with all MoET Senior Management prior to confirming any changes Consult with other key stakeholders particularly school committee and villages within the catchment area prior to confirm any final structureal changes Review Job Descriptions(JDs) based around functions detailed in the legislation and policies Provide a recommended structure to TSC and the Director General by mid March 2015 for final approval The school structure will identify the current positions to be established (based on budget availability) and future positions that would add value to education service delivery when financial resources become available. It will allow the Ministry the flexibility to have positions approved in principle and be able to finance and staff those positions when the capability and need arises. An enduring structure ensures the Ministry does not need to review the school structure again once finances allow additional staff. School Structure Categories The proposed review and design of school management structure identify the following Standard School Categories within the National Education System changes; Establishement of National Secondary High Schools overing the following departments at yr(s) 7, 8, 9, 10, 11, 12 and 13 ; science, arts, technology and commerce with one or more stream depended on the school fixed enrolment supported by number of secondary, junior secondary and primary schools as feeder schools 13

14 Establishment of Senior Secondary High Schools overing one or two of the departments at yr(s) 7, 8, 9, 10, 11 and 12; science, arts, technology and commerce depended on the school fixed enrolment supported by number of junior secondary and primary school as feeder schools Establishment of Junior Secondary High School from yr(s) 7, 8, 9 and 10 overing standard subjects depending on the school fixed enrolment supported by primary schools as feeder schools Establishment of Primary and Centre School from yr(s) 1, 2, 3, 4, 5, 6, 7, and 8 overing standard subjects depending on the school fixed enrolment supported by primary school as feeder school Establishment of Primary School from yr(s) 1, 2, 3, 4, 5 and 6 overing standard subjects depending on the school fixed enrolment supported by number of Lower Primary Fedder Schools as feeder schools. Establishment of Lower Primary Feeder School from yr(s) 1, 2, 3 and 4 overing standard subjects depending on the school fixed enrolment School structure establishment correlate to the Open VEMIS and smartstream coding system aligned with the public service numbering system in this format; Torba, Sanma, Penama, Malamba, Shefa and Tafea. Attachments A. Ministry of Education & Training School Structure Capability Framework B. National Secondary High School C. Senior Secondary High School Category A: Senior Secondary High Schools 7-12/3 or 9-12/3 Category B: Senior Secondary High Schools 7-12/3 or 9-12/3 Category C: Senior Secondary High Schools 7-12/3 or 9-12/3 14

15 D. Junior Secondary High School Category A: Junior Secondary High Schools (More than One Stream) 7-10 Category B: Junior Secondary High Schools (Single Stream) 7-10 E. Primary + Center School Category A: Primary Schools + Centre School 1-8 Category B: Primary Schools 1-6 Category C: Lower Primary Feeder Schools 1-4 F. ECCE Key: Proposed position on MoE structure for immediate establishment Proposed position on MoE structure (immediate establishment) which is located away from originating Position to be approved in principal and on the Ministry establishment but future funded when Authorities, Councils and Commissions which have an approving or advisory function Proposed position separated completely from MoET Management Structure but report Directely to the Minister Directorate or technical control authority the need arises 15 and Director General

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